Modernist architecture, based on Bauhaus, was formed in the 1920s, and it is an important school of modern architecture. It advocates adapting to the needs of modern industrial production and life, and is characterized by emphasizing architectural functions, technology and economic benefits. The word Bauhaus refers to this school again.
W. 19 19 When Gropius was the principal of Weimar Practical Art School, the school merged with Weimar Academy of Fine Arts to form a college specializing in architectural design and industrial commodity design, which was named "Public Bauhaus School" with Gropius as the principal. Bauhaus's teachers are well organized and talented. 1925, due to differences in academic views with local celebrities, Bauhaus moved to Dessau and changed its name to "School of Design". 1928 ~ 1930 Swiss architect H. Meyer is the dean,1930 ~1932 L. Mies van Drozhzhin is the dean. Bauhaus moved to Berlin on 1932 and closed soon. Most teachers have gone abroad, and Bauhaus's academic views and educational views spread everywhere, and were once adopted by many universities in Europe and America.
Bauhaus advocated the objective treatment of the real world, emphasized cognitive activities in his creation, and violently criticized retro-ism. It advocates that the principle of the new education policy is to cultivate students' comprehensive understanding of life, their understanding of their own times and their ability to express this era. It holds that modern architecture, like modern life, is all-encompassing and should absorb all kinds of skills to make it a comprehensive art, and it emphasizes that architects, artists and painters must face the craft; Therefore, university education must combine workshop operation with design theory teaching; Only by using both hands and eyes, working training and intellectual training can students acquire superb design talents.
As a design system, Bauhaus was popular all over the world. In the field of modern industrial design, its thought and aesthetic taste can be said to have influenced a whole generation. Although the rise of postmodernism is a kind of impact and progress on Bauhaus's design thought, some of Bauhaus's thoughts and ideas are still enlightening to modern industrial design and technical aesthetics, especially to the choice of industrial design direction in developing countries. Its principles and concepts have an impact on all industrial designs. Frank Pique thinks: "... an overwhelming scientific principle and concept must be formulated to guide the design of daily necessities, just like the principles and concepts guiding house design in architecture."
Bauhaus experienced three stages of development before and after:
The first stage (1919-1925) was the Weimar period. As the headmaster, Gropius put forward the lofty ideal of "new unification of art and technology" and shouldered the sacred mission of training designers and architects in the 20th century. He recruited talents, hired artists and craftsmen to teach, and formed a new education system combining art education with manual production;
The second stage (1925— 1932) is the Dessau period. Bauhaus rebuilt in Dessau, Germany, and carried out curriculum reform, implementing the teaching method of integrating design and production teaching, and achieved excellent results. 1928 Gropius resigned as president of Bauhaus, and was succeeded by sepp maier, director of the Department of Architecture. The architect from the Party of * * * expanded Bauhaus's artistic radicalism into political radicalism, which made Bauhaus face more and more political pressure. In the end, Meyer himself had to resign at 1930 and be succeeded by Ludwig ·MIES· van der Rohe. Faced with the pressure from Nazi forces, Miss tried her best to keep the school running. Finally, 1932+00 After the Nazi Party occupied Dessau in June, she was forced to close Bauhaus.
The third stage (1932-1933) is the Berlin period. Ludwig mies van der rohe moved the school to an abandoned office building in Berlin and tried to reorganize it. Because the spirit of Bauhaus was not tolerated by Nazi Germany, in the face of the Nazi government that just came to power, Miss finally gave up, and announced the permanent closure of Bauhaus in August of that year. 1933+0 1 Bauhaus closed in June, and 14 had to end its development.
Although Bauhaus has become history, its two characteristics can not be forgotten so far: first, it is determined to reform art education and want to create a new social group; The second is to make great sacrifices for this ideal. Gropius, the founder and principal of Bauhaus, personally formulated the Bauhaus Manifesto and Weimar Bauhaus Syllabus, which defined the goals of the school: first, save all those independent and narcissistic art categories, train future craftsmen, painters and sculptors, unite them to create, and combine all their skills in the process of creating new works; Second, improve the status of craft and make it equal to "art". Bauhaus claimed that "there is no essential difference between artists and craftsmen" and "artists are senior craftsmen" ... Therefore, let's create a new type of craftsmen's guild, eliminate the hierarchical difference between craftsmen and artists, and never use it to build an arrogant fence "; Third, we should closely integrate Bauhaus with social production and market economy, and sell our products and designs directly to the public and industries. Bauhaus declared that they would "establish lasting ties with craftsmen and leaders of national industries".
According to the declaration and outline, Bauhaus established his own art design education system-Bauhaus system. The main features of the system are as follows: 1. The design emphasizes free creation, opposes imitation and sticks to the rules; Second, the combination of handicraft industry and machine production; Third, emphasize the communication and integration between various arts; Fourth, students have both practical ability and theoretical accomplishment; 5. Linking school education with social production.
From the above introduction, every step of Bauhaus's development has a representative who can keep up with the pace of the times and meet the requirements of the times. This character is Bauhaus, a helmsman on a long voyage. It is not difficult to imagine that if there were no political reasons, Bauhaus would still live in our time. Gropius, the founder of Bauhaus, put forward the slogan of "new unification of art and technology" in view of the situation of "opposition between technology and art" in large-scale industrial production since the industrial revolution, and this theory gradually became the core of Bauhaus's educational thought.
Before Bauhaus, the school of design focused on teaching artistic skills. For example, the School of Design, the predecessor of the Royal Academy of Art, has three courses: form, color and decoration. Most of them are artists and very few are art designers. Bauhaus, on the other hand, attaches great importance to the cultivation of students' comprehensive ability and design quality. In order to meet the requirements of modern society for designers, they established a modern design education system of "new unity of art and technology", and opened modern design education courses such as basic courses, technical courses, professional design courses, theoretical courses and engineering courses related to architecture, and trained a large number of modern designers with both artistic literacy and applied technical knowledge. The close combination of practical skills training, flexible composition ability and the connection with industrial production has made Bauhaus produce a new design style of "art+technology", whose main characteristics are: paying attention to meeting practical requirements; Give play to new materials, new technologies, new processes and aesthetic characteristics; Simple modeling and flexible composition. Bauhaus's artistic direction and style made it one of the most radical artistic schools in Europe in the twentieth century.
Gropius has a very important way of thinking: in essence, art and craft are not two completely different activities, but two different classifications of the same object. Artists pay more attention to artistic theory and are easy to accept new ideas. They will certainly be better at educating students than old craftsmen. This kind of artist can emphasize and explain the common elements of all artistic activities to students and let them know the basis of aesthetics. They can use their own experience to help students create new design languages. Based on this, Gropius hired painters john eaton, Lionel Farninger, sculptors Grehard Marquez, Muche, SCHLEMMER, KLEE, SCHREYER, Kandinsky and Moholi-Naji, who ranged from 19 19 to/kloc. They are all interested in the theory of studying basic problems. In addition to these artists, Gropius also employs many workshop owners, who are all skilled workers in their respective craft categories. Artists inspire students to start thinking and develop creativity, and workshop masters teach students manual skills and technical knowledge.
Bauhaus's new thinking is also reflected in Bauhaus's manifesto: "Architects, sculptors and painters, we should all turn to applied art ... Art is not a specialized profession. There is no difference between artists and technicians. The artist is just a smug craftsman. At the precious moment when inspiration appeared and exceeded personal will, God's gift turned his works into flowers of art. However, skilled technology is indispensable for every artist. The real source of creative imagination is based on this foundation ... let's build a new designer organization. In this organization, there is absolutely no professional class concept that can set up barriers between technicians and artists. At the same time, let us create a new future temple integrating architecture, sculpture and painting, and stand it in the sky with the hands of millions of artists, becoming a distinctive symbol of a new belief. "
During the Nazi period, Bauhaus inevitably closed down, but his educational thought did not stop. Gropius, an educator of Bauhaus, fled Nazi oppression and sought new development. He lived in Britain for three years, and then went to the United States from 65438 to 0937 to serve as the director of architecture at Harvard University. Ludwig Mies van der Rohe 1937 went to the United States to teach at Illinois Institute of Technology. Hillbo Seymour and Peter Hans also went to the school to teach. During 1937, laszlo moholy nagy, the teacher of Bauhaus, established the "New Bauhaus" in Chicago, and continued to carry forward the Bauhaus spirit in the German period. Later, it was renamed "Chicago School of Design". Later, it merged with Illinois Institute of Technology and became the most famous design school in America. Chicago School of Design is considered to be the forefront of Bauhaus's design and education thoughts in the United States. dolcn.com
1953, the art institute in Ulm, Germany, known as the postwar Bauhaus, was founded in Ulm, a small town where physicist Einstein was born. MAX BILL, an important figure in graphic design, served as the first president. With the efforts of him and all the faculty, this college has gradually become the center of German functionalism, neo-rationalism and constructivism design philosophy. Although the college has been closed for many years, its educational system, educational ideas and design concepts are still the core components of German design theory, teaching and design concepts. Ulm devoted himself to the study of design rationalism and almost completely adopted Bauhaus's school-running model. Its greatest contribution is to completely change modern design, including industrial product design, architectural design, interior design, graphic design and so on. From the specious position of swinging between art and technology to the foundation of science and technology, we firmly cultivate designers from the direction of science and technology.
Bauhaus's aim of running a school is to train a group of builders of the future society. They can not only recognize the trends and needs of the industrial age in the 20th century, but also make full use of their scientific and technological knowledge to create a new environment with high spiritual and material civilization. As Gropius said, "The first responsibility of a designer is his master." Another example is what Najib said: "The purpose of design is people, not products." Therefore, it has made indelible contributions in many aspects of art design education: first, it broke the outdated and backward educational concept of "pure art" and "practical art", and then put forward the new educational ideal of "collective creation"; Second, the bridge between "art" and "industry" has been completed, which has achieved a new unity between art and technology; Thirdly, machinery was accepted as a creative tool for artists and designers, and mass production methods were developed. Fourthly, "technical knowledge" can be taught, while "creative ability" can only inspire, which has established a good norm for modern design education; Fifth, the modern design style is developed, which points out the correct direction for modern design; Bauhaus resolutely opposes turning style into rigid dogma, and only admits that design must keep up with the changes of the times.
Bauhaus's educational model is to separate the study of plane and three-dimensional combination, the study of materials and the study of color in basic courses. And firmly based on science. Modern materials are used in the design, and for the purpose of mass production, industrial product design education with modernist characteristics is established. Bauhaus explored the function of graphic design and adopted the manual studio system.
Bauhaus's educational thought also influenced China's art design education. The Department of Architecture of St. John's University was founded in 1942. From the very beginning, it introduced Bauhaus's modern design education system, emphasizing practicality, technology, economy and modern aesthetics, which became the cradle of China's modernist architecture and initiated the full implementation of China's modernist architecture education. Its influence is not only reflected in the talent training of the architecture department of St. John's University, but also in a series of architectural works, including the formulation of the metropolitan planning of Greater Shanghai. 195 1 year, St. John's University was dissolved and its departments were merged into relevant institutions, so Bauhaus's educational thought and design theory continued in Tongji University. Later, Bauhaus's educational thought and design theory were criticized as something of western capitalism, and Bauhaus's design and education thought was gradually diluted in China.
Bauhaus's teaching ideas and methods have injected new blood into American middle school art education. The ideas brought by some Bauhaus teachers have more and more influence on the art teaching curriculum plan. These influences include interest in technical factors in art, attention to design elements and experimental attitude towards materials, and promote people to pay more and more attention to various ways of feeling art and inspire people to combine aesthetic attitude with environment. The concrete result is that photography and photos are used more, materials are used more widely, and architecture is accepted as a fixed content of art teaching plan.
The influence on arts and crafts is reflected in Tian Zibing's Introduction to Arts and Crafts. Tian Zibing wrote: "Bauhaus's craft thought at the beginning of the 20th century ... advocated the combination of art and industry. It is believed that in the era of very developed industry, scientific achievements should be used to create functional new technology beauty on the basis of industrial technology. Although machine products are boring, machines are just tools. It is necessary to solve the contradiction between machine production and artistic expression and make design, production and economy organically unified. Bauhaus's craft thought attaches importance to the application of modern materials, modern technology and modern structure, and creates aesthetic value directly by modern industry, which is of great value for the creation of arts and crafts, adapting to the development of the times, combining with the needs of life, opening up new fields of arts and crafts and enlightening craft thinking. Bauhaus's craft thought emphasizes that the beauty of craft is the inevitable result of embodying function and use structure, and thinks that tradition is the factor that hinders the design of machine products, so he thinks that function is beauty and ignores the role of national cultural traditions. "
The emergence of Bauhaus is the inevitable result of the combination of modern industry and art, and it is the most important milestone in the history of modern architecture, industrial design, art and art design education. The success of Bauhaus has provided us with many experiences worth learning and learning from in the educational model, the most important of which is to keep up with social progress, constantly update ideas and actively create new ideas.
April 2009 19 1 The National Bauhaus College, established in Weimar, Germany, started modern design education. Its knowledge and technology are equally important, and the education system with synchronous theory and practice has influenced the world design education so far. In our country, design education is still in its infancy, which needs sound and practical theoretical guidance, otherwise it will be extremely unsuitable for the rapidly developing economic and cultural situation. In order to create a more beautiful, comfortable and reasonable living and living environment for people, it is necessary to train more design talents, and at the same time, it is necessary to strengthen the design awareness of the whole people, improve their aesthetic ability, and end the historical tragedy of "leaders who don't understand design decide the design scheme, and designers are only artists". Therefore, it is imperative to strengthen design education.